UNIT 3 Module 2
8Lesson 8
LESSON OVERVIEW 2. Ask and answer the questions with
In this lesson, students learn how to a classmate.
talk about holidays. They extend their
knowledge of Wh- questions including ▪ Ask students to read the
how to say them using the weak forms
of the auxiliaries, do and does. Students questions. Check that they
interview each other about their understand the phrase least
holidays and end the lesson with a short favourite. Before they answer the
written description of their classmate’s questions, draw their attention
holiday. to the Useful expressions box.
Ask what they notice about the
Focus on vocabulary different expressions (they all use
the verb go).
Get Ready!
▪ Organise the class into pairs or
1. Match the sentences to the
groups of three to discuss the
pictures 1-8. questions. Refer them back to
the different types of holidays in
▪ Ask students to look at the exercise 1.
pictures and to say what they ▪ Ask a few students to tell the
show (different types of holidays)
and then to read the sentences. class about their answers.
▪ Organise the class into pairs to Answers
Students’ own answers
do the matching task. Check
answers and explain any new
vocabulary, for example, beach =
‘playa’, countryside = ‘campo’,
abroad = ‘al extranjero’. Model
the pronunciation of countryside
/ˈkʌn.trɪ.saɪd/ and abroad
/əˈbrɔːd/.
Extra activity
Tell students to work in groups of
three and appoint one person as the
‘monitor’. The monitor points at a
photo and the other two must try
and say the sentences as quickly as
possible. Students get a point for saying
the sentence first. The winner is the
student with the most points.
Answers © MEN Colombia
1. I go to the beach with my friends.
2. We stay at my grandparents’
house.
3. We travel around the country.
4. They go skiing in the mountains.
5. They usually go to summer camp.
6. I sometimes go abroad.
7. We go camping in the countryside.
8. We visit new cities.
T76
UNIT 3 Module 2
Listen
60 3. Listen to the interviews and complete the questions with the correct word.
a. When does Stacey go ___ holiday?
b. Where does she ____ go?
c. What does she do on ____ ?
d. How ____ does Wesley go on holiday?
e. Where ____ he go to?
60 4. Now listen again and answer the questions in exercise 3 in your notebook.
Example: Useful expressions
When does Stacey go on holiday?
She goes on holiday at the end of August. I’m sorry I’m late.
That’s fine.
Glossary Can I ask you a few questions?
Well, actually …
actually = en realidad Nowadays, …
nowadays = actualmente Let’s talk about …
No problem.
FoFCoUcSuosn oLAnnlGaUnAgGeuage
5. Read the Useful language box and put the words in order to make questions.
a. live / does / Where / Charlie ? Useful language
b. time / do / What / to bed / they / go ?
c. many / does / How / holidays / have / she ? Wh- questions are used to ask
d. skiing / you / Who / do / with / go ? more specific information:
e. do / holiday / they / on / How / go/ often ? Where … ? (place)
f. camping / When / go / they / do ? What … ? (object)
Who … ? (person)
6. Write a Wh- question for each question word in When … ? (date / time)
How often … ? (frequency)
the Useful language box. How many / much … ? (quantity)
What time … ? (hour)
61 7. Say it!
Listen and repeat.
Who / How begin with the sound /h/.
Where / When / What begin with the sound /w/.
© MEN Colombia
77
UNIT 3 Module 2
8Lesson 8
Listen I: Hi. What’s your name? Focus on language
W: Hi. I’m Wesley. I’m Australian.
3. Listen to the interviews and I: Hi, Wesley! How are you? 5. Read the Useful language box and
W: Fine! Ready for the interview.
complete the questions with the I: Great. OK. Let’s talk about holidays. put the words in order to make
correct word. W: Cool! I love holidays! questions.
I: How often do you go on holiday?
▪ Explain the activity and ask W: We have four school holidays a year ▪ The purpose of this exercise is to
students to read the gapped – one for each season. We usually go revise Wh- questions and learn new
questions. See if they can away in the winter holidays in July Wh- questions with How often,
predict the missing words and again in the summer holidays in and How many/much. Go through
before they listen to the audio. December. the Useful language box and ask
I: Nice. Where do you go to? students to give you example
▪ Warn students that some of the W: We sometimes go skiing in the winter questions for each question form.
holidays or we go abroad. In the
questions they hear are not summer holidays we always go to the ▪ Tell students to write the
exactly the same as the questions beach. I’m crazy about surfing.
in the exercise. I: That sounds amazing! Thanks, Wesley. questions in the correct order
W: No problem! in their notebooks. Ask them to
▪ Play audio Track 60 all the way compare answers in pairs before
4. Now listen again and answer the checking as a class.
through and ask students to
complete the questions. If they questions in exercise 3 in your Answers
have any difficulties completing notebook. a. Where does Charlie live?
the questions, play the audio a
second time. ▪ Play audio Track 60 again and b. What time do they go to bed?
▪ Students can compare their ask students to write down the c. How many holidays does she
answers to the questions in have?
questions with a partner before exercise 3. They can compare
you check answers as a whole answers with a partner. d. Who do you go skiing with?
class.
▪ Check answers as a class. If there e. How often do they go on holiday?
▪ Get students to say the questions
are any disagreements about the f. When do they go camping?
aloud. Check they are stressing answers, play the audio again.
the question words. 6. Write a Wh- question for each
▪ Go through the Useful expressions
Answers d. often question word in the Useful
a. on e. does box and explain each phrase, language box.
b. usually modelling the pronunciation.
c. holiday Next, draw their attention to the ▪ Tell students to write the
glossary. Explain that actually is
Audio script 60 a ‘false friend’ as it looks similar questions in their notebooks.
to ‘actualmente’, but it means Monitor and offer assistance if
I: Hi, Stacey. something completely different. necessary.
If they want to say ‘actualmente’
S: Hi. I’m sorry I’m late. in English, they should say ▪ Ask students to compare their
nowadays.
I: That’s fine. Can I ask you a few questions with a partner. Check
Answers the questions as a class and write
questions about going on holiday? an example of each one on the
a. She goes on holiday at the end of board.
S: Yes, of course. In the UK, most people August.
7. Listen and repeat.
go on holiday in July or August when b. She goes to summer camp and goes ▪ Go through the Say it! box. Play
camping with her family in the UK.
the schools close for six weeks for audio Track 61 twice for students
c. At summer camp, she does lots of to listen and repeat.
the summer holidays. I always go on sport, plays games and has camp
fires. With her family, she relaxes Extra activity
holiday with my family at the end of or goes for a walk in the forest.
Ask students to look again at their
August. d. He goes away twice per year, in questions in exercise 6 and to practise
July and December. saying them aloud, making sure they use
I: Where do you usually go? /h/ and /w/ correctly.
e. In the winter, he goes skiing or
S: Well, actually. I go on holiday twice. abroad. In the summer, he goes to
the beach.
I go to summer camp with my friends
and then I usually go camping with my
family.
I: What do you do on holiday?
S: At summer camp, we do lots of sports
activities and in the evenings we play
games and have camp fires. When I go © MEN Colombia
camping with my family, we usually
relax or go for a walk in the forest.
I: Do you go abroad?
S: No. Nowadays we usually stay in
the UK.
I: Thanks, Stacey, That’s great.
T77
8 Lesson 8
Read
8. Read the text and the sentences. Then say if sentences a-f are true (T) or false (F)?
Budi’s job is a holiday. What do I mean? Well, 21-year-old Budi loves
surfing and guess what his job is. Yes, he’s a surf instructor. I met
up with him to find out what it’s like to love your job so much!
What do you do every day, Budi?
Well, I get up early and check the
weather. When it’s very rainy, we
cancel lessons. Here it’s usually
sunny and windy – perfect for
surfing. After breakfast, I go to
the beach to prepare the boards.
What time do you start lessons?
The first one is at 9:00 am. Each
lesson is one hour.
How often do you have a break?
We have 30-minute break at
11:00 am and 3:00 pm and two hours
for lunch. In the summer holidays
it’s busy all day, but other times, we
may only have three or four lessons.
When do you do your own surfing?
I love surfing alone in the evening
when the sun comes down. Sunsets
are amazing here!
Who do you work with?
There are six of us who work together. We’re all good friends.
Where do you live?
The surf club has houses on the beach, so the surf instructors
all live there.
What do you think of your job?
It’s a brilliant job to have. I’m so lucky.
a. Budi is on holiday at the moment. 62 9. Say it!
b. They have surf lessons in the rain.
c. The first lesson finishes at 10:00 am. Listen and repeat.
d. They don’t have a break in the morning. Pronunciation of do and does in questions:
e. The summer is always very busy. What time do you start lessons?
f. Budi surfs in the evening with six friends. Who do you work with?
Where does your friend go on holiday?
How often does your friend go surfing?
© MEN Colombia
© MEN Colombia
78
UNIT 3 Module 2
8Lesson 8
Read
8. Read the text and the sentences.
Then say if sentences a-f are true
(T) or false (F).
▪ Ask students to look at the
picture and the beginning of the
text and say what Budi’s job is
(a surf instructor). Ask if any of
them surf and if not would they
like to.
▪ Tell them to read the rest of the
text and the questions carefully
and to write the answers in their
notebooks. Remind them with
this type of exercise that if the
answer is false, they have to say
why it is false.
▪ Check answers as a class. Clarify
any new vocabulary.
Extra activity
Ask students to write three questions
about the text in their notebooks and
ask and answer the questions in pairs.
Answers
a. F (He isn’t on holiday.)
b. F (When it’s very rainy, they
cancel lessons.)
c. F (The first lesson finishes at
11.00 AM.)
d. T
e. T
f. F (He surfs alone in the evening.)
9. Listen and repeat.
▪ Go through the Say it! box and
play audio Track 62 twice for
students to listen and repeat.
Make sure they emphasise the
question words and the important
content words in each question
and pronounce do as /də/ not /
duː/ and does as /dəz/ not /dʌz/.
▪ For extra practice, ask them
to find questions with do and
does in the lesson so far and to
practise saying them correctly.
© MEN Colombia
T78
UNIT 3 Module 2
Speak
10. Write six questions to ask your classmate about their holidays.
Look at pages 76 and 77 to help you.
Example: When do you usually go on holiday?
How many /
much … ?
Where … ?
What … ? When … ? How often … ?
What time … ? Who … ?
11. Now ask and answer the questions to find out
about your classmate’s holidays. Give as much
information as you can. Write down their
answers in your notebook.
I usually go on
holiday in December.
When do you usually
go on holiday?
© MEN Colombia WRITeWrite
12. Write a paragraph about how your classmate
spends his/her holidays.
Remember these points:
▪ Think about a logical order for your paragraph.
▪ Use adjectives and linking words to make it more interesting.
▪ Write in third person (he/she).
▪ Check your work for spelling and punctuation.
79
UNIT 3 Module 2
8Lesson 8
Speak
10. Write six questions to ask your
classmate about their holidays.
Look at pages 76 and 77 to help
you.
▪ Explain the activity and ask
students to work on their own
and write the questions in their
notebooks.
11. Now ask and answer the questions
to find out about your classmate’s
holidays. Give as much information
as you can. Write down their
answers in your notebook.
▪ Organise the class into pairs
or groups of three. Give them
enough time to ask and answer
the questions in as much detail
as they can. Monitor and offer
assistance when needed.
Write
12. Write a paragraph about how
your classmate spends his / her
holidays.
▪ Go through the points with the
class and elicit adjectives they
could use, for example, exciting,
amazing, etc. and linking words,
such as and and but.
▪ Students write their paragraphs
in their notebooks. Monitor and
give any help as necessary. After
they finish, ask them to share
their paragraphs in groups and
then ask some volunteers to read
their paragraphs to the class.
© MEN Colombia
T79
Let's work together
A special place
pRpeprAeRpeaYroeURyCoouLLrApGeresentation
1. Look through module 2 to remind yourself of the topics.
2. Discuss the topic of Colombia.
In groups, think of:
▪ things that make Colombia unique
▪ celebrations that take place in Colombia
▪ the activities that you can do at the celebration / in the area.
3. You are going to prepare a poster to encourage more tourists to come to your
country. As a group, choose a region of Colombia:
▪ Pacific
▪ Andean
▪ Orinoquia
▪ Amazon
▪ Caribbean
4. Collect information about the region:
▪ Location
▪ Celebrations
▪ Characteristics
▪ Activities
5. Find out some unusual facts to capture the reader’s attention.
80
© MEN Colombia
© MEN Colombia
LET'S WORK TOGUETNHITER3 Module 2
This section has been designed to 4. Collect information about the
promote teamwork. Students practise
skills such as collaboration, negotiation region.
and creativity and activate language
skills. Arrange groups in a way that ▪ Let the students in each group
everybody gets involved. Monitor them
continuously to make sure they are decide how they are going to
developing the activities suggested for collect the information. They
the section. Support the groups when may decide to research a
they need help. different aspect individually or
work on each aspect as a group.
A special place
5. Find out some unusual facts to
This activity is a group activity. Students
create a poster to encourage visitors to capture the reader’s attention.
a region of Colombia.
▪ Encourage them to look for facts
IMPORTANT: Before the class, ask
students to bring in pictures of that may be less well known
Colombia, magazines they can cut up, about the region, but would be
coloured pens, crayons, glue, scissors, fascinating for visitors to know.
etc. You will need to provide them with
poster-sized paper and tape to paste
their work up around the walls of the
classroom.
Prepare your presentation
1. Look through Module 2 to remind
yourself of the topics.
▪ Tell students to review all of the
module to refresh their memories
about the topics: daily routines
and free-time activities, keeping
fit, the weather, clothes, music,
celebrations and holidays.
2. Discuss the topic of Colombia.
▪ Organise the class into groups of
three or four students, depending
on the number of students in
your class. Give them time to
discuss all the points in the
instructions.
3. You are going to prepare a poster
to encourage more tourists to
come to your country. As a group,
choose a region of Colombia.
▪ Ask the groups to discuss each
region before making their final
choice.
© MEN Colombia
T80
LET'S WORK TOGETHER Module 2
Make your poster project Tip
6. The poster should be very visual. For this type of poster, use
persuasive language to encoruage
▪ In your groups, think of ideas to present the readers to come to Colombia. Use
information in a more visual way. adjectives and positive statements.
▪ Write some text. Use persuasive language to
encourage people to visit your country,
▪ Check your writing carefully for grammar
and spelling mistakes.
▪ Choose a title and photos or illustrations for
your poster.
present your posters
7. Decide how to present your poster.
▪ Write some questions for people to answer after they have looked at the poster.
▪ Prepare an oral presentation to support your poster.
© MEN Colombia
81
LET'S WORK TOGUETNHITER3 Module 2
Make your poster
6. The poster should be very visual.
▪ Go through the instructions with
the class. Draw their attention
to the Project Tip about using
persuasive language. Elicit that
they can make the language more
persuasive by using a range of
adjectives in the interesting facts
about the region.
▪ Remind students as well they
that they want their poster to
catch people’s interest so they
need to choose a good variety of
pictures and an appropriate title.
▪ Students should check each
other’s work in their group before
they write the descriptions on
the poster.
Present your posters
7. Decide how to present your poster.
▪ Ask groups to think of different
Wh- questions to ask the people
who look at their poster. Elicit
some examples and write these
on the board, such as Where do
you want to go in the region?
How many places do you want to
visit? What time of year do you
want to go?
▪ Give them a few minutes to
rehearse their presentations
before they do them in front of
the class.
▪ Make sure there is enough time
for each group to present their
poster and have general feedback
after the presentations.
© MEN Colombia
T81
Self-assessment
1. Assessment of your english language skills
Look back over the module. What have you learned? Tick (✓) the appropriate box.
SkILL STATEMENT I can I can do I need to
READING A. I can read simple texts about do this this with work on
routines. help this
B. I can identify ideas in different types
of texts: interviews, descriptions.
C. I can complete reading activities.
A. I can write about daily routines.
WRITING B. I can write interviews.
C. I can describe celebrations.
A. I can identify daily routines.
LISTENING B. I can follow pronunciation patterns.
SPEAKING C. I can recognise words to ask
questions about routines.
A. I can describe my daily routine.
B. I can ask questions about daily
routines.
C. I can answer questions about
free-time activities.
© MEN Colombia
© MEN Colombia
82
Module 2
Self-assessment
As part of the learning process, it is
important that students complete
the self-assessment at the end of
the module. Tell students that self-
assessment is a lifelong strategy that
will help them improve what they do at
school, at home and later at work. Tell
them that this activity is not going to be
assessed, but explain its importance.
Assessment of your English
language skills
1. Look back over the module.
What have you learned? Tick the
appropriate box.
▪ The statements are based on
the specific skills students
should have developed during
this module. Ask students to be
honest with their answers. Talk
to them about the advantages
of the assessment and how it
can help them to recognise their
strengths and reinforce the areas
in which they have weaknesses.
▪ Ask them to copy and complete
the table in their notebooks.
© MEN Colombia
T82
SELF-ASSESSMENT Module 2
2. Assessment of your english study skills
Study skills help you improve in all school subjects. Say how often you use these study skills.
Study skills Always Sometimes Never
1. I generate new ideas, create new images or designs.
2. I can contribute effectively to a team.
3. I can interact with other people as part of a team.
4. I plan projects and follow through on projects.
3. Assessment of Let’s work together
First, individually, and then with your group, assess your performance in the project work. Write
at least three comments for each aspect.
What went well What didn't work What I/we can do better
next time
ME
MY GROUP
4. Assessment of Module 2
Look back over the module, then complete the sentences.
My favourite activity was ...
The most useful words or expressions were ...
I enjoyed learning about ...
I need to practise ...
© MEN Colombia
83
Module 2
Self-assessment
Assessment of your English Assessment of Module 2
study skills
4. Look back over the module then
2. Study skills help you improve in all
complete the sentences.
school subjects. Say how often you
use these study skills. ▪ The aim of this section is to
▪ Allow students to think about give students the chance to
review and reflect on what they
the strategies they can use to have learnt in the module. Tell
improve their English study skills. students to take some time to
Suggest that they think about the look back through the module
learning strategies they use to and complete their sentences,
work effectively when learning and then share the information
English. with a classmate.
▪ Ask them to copy and complete ▪ Ask a few volunteers to read
the table in their notebooks. their sentences aloud.
Assessment of Let’s work
together
3. First individually, and then
with your group, assess your
performance in the project work.
Write at least three comments for
each aspect.
▪ This section focuses on students’
collaborative skills particularly
in their project work. Use
guiding questions such as, Did
you enjoy making the poster?
Were you happy with the images
you chose? Did you have any
problems with the texts?
▪ Ask them to copy and complete
the table in their notebooks
individually.
▪ After students have completed
their individual self-assessment,
invite them to get together with
their project team and do the
same activity to determine the
achievements of the team and
identify aspects to improve. Make
sure that they make respectful
comments. Advise them not to
concentrate on mistakes, but on
ways to improve.
© MEN Colombia
T83
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© MEN Colombia
© MEN Colombia
© MEN Colombia
Module 3
3How we live
Module Overview
The main theme of the module is how
we live and it looks at three different
areas related to students’ lives: what
we eat, taking good care and time for
fun. Introduce the module to students
by telling them the name of Module 3:
How we live.
In this module you will …
Begin by reading through the unit
descriptions with students. If necessary,
use L1 to help students understand what
the module is about and what students
will be doing. You could ask one or two
questions to develop students’ interest
and to see how many words they already
know in English for the different topics,
for example, Do you know the names of
any food and drink? Can you describe a
healthy diet? What activities do you do
in your free time?
© MEN Colombia
T84
You will also ... Module 3
Read
▪ understand people Listen ▪ read a text about
describing what a health campaign
food and drink they Write Speak
like and dislike and ▪ read a text about
what is healthy or different eating
unhealthy habits around the
world
▪ understand people
talking about ▪ ask and answer
activities they are questions about
doing at school meal times and
the food you eat
▪ write a short
dialogue about ▪ Interview
ordering a meal in classmates in
a restaurant a survey about
diets
▪ write a short opinion
essay about health ▪ describe and
compare social
etiquette
in different
countries
Let's work together
© MEN Colombia Healthy lifestyles
You will work together as a team to create a leaflet about healthy lifestyles.
This project will practise the following skills:
▪ linguistic communication – you will need to select the most important messages
and communicate them effectively and succinctly
▪ citizenship – you will need to encourage readers to help themselves and help the
environment to make the world better for all
▪ creativity - you need to be creative to produce an interesting and attractive
leaflet
As part of the learning process, it’s important to complete the self-assessment at
the end of the module.
When you look at the work of your classmates or watch their presentations,
think about what went well and if you could use the same idea in another
presentation.
85
Module 3
3How we live
You will also …
Draw students’ attention to the diagram
showing the language skills students
will practise in the module. You can
go through this fairly quickly, just
reading aloud the skills-based work
that students will be doing, or allowing
students to read it for themselves.
Let’s work together
Project: A health campaign leaflet
This section introduces students to the
topic of the project they will do at the
end of the module. It explains useful
skills needed to work on a project
successfully as part of a team. It also
points out the importance of learning
how to assess their own work and
progress in the Self-assessment section
at the very end of the module.
© MEN Colombia
T85
1 Lesson 1
Focus on vocabulary
1. Copy the chart in your notebook and write the food you like on the left
and the food you don’t like on the right.
apples bananas bread carrots cheese chicken coffee eggs fish
garlic grapes lemons onions orange juice potatoes rice
I like … I don’t like …
apples bananas
Listen
63 2. Say it!
Listen and repeat.
Plural words that end in 's' are pronounced in two ways:
books /s/ pens /z/
64 3. plural words that end in s are pronounced /s/ or /z/. Listen and tick (✓) the last sound.
/s/ /z/
apples
bananas
carrots
eggs
grapes
lemons
onions
potatoes
SpeAkSpeak
4. Now tell your classmates about your likes and dislikes.
Example: I like apples, but I don’t like bananas.
5. What time do you have these meals? What do you eat?
© MEN Colombia
© MEN Colombia
a. I have breakfast at in the morning. I eat .
b. I have lunch at in the afternoon. I eat .
c. I have dinner at in the evening. I eat .
86
UNIT 1 Module 3
1Lesson 1
MODULE 3 UNIT 1 OVERVIEW
Lesson Topic Language Focus Output
I like … but I don’t like …
Lesson 1 Likes and dislikes Countable and uncountable nouns Speaking: talking about food
Food a / an / some / any preferences
Writing: describing a dish
Lesson 2 Food groups how much / many
Healthy and unhealthy diet Speaking: a survey about eating habits
Quantifiers: a little / a few Writing: an email to a penfriend
Lesson 3 Eating habits Frequency expression: sometimes /
every day / never Speaking: conducting a survey
Writing: a report
UNIT THEME ▪ Explain the activity, using the based on the example, I like
apples, but I don’t like bananas.
In Unit 1, there are three lessons on example in the table I like
the theme ‘What we eat’. Students apples. I don’t like bananas. ▪ Put students into pairs and
will learn how to talk about their food
preferences and how to find out about ▪ Students complete the table ask them to use their tables
each other’s eating habits. By the end of from exercise 1 to make more
the unit, they will be able to talk about individually in their notebooks. sentences.
healthy and unhealthy diets.
Listen ▪ Monitor the students to make
LESSON OVERVIEW
2. Listen and repeat. sure they are pronouncing /s/
The main emphasis of this lesson is on ▪ Draw students’ attention to the and /z/ correctly.
building confidence through talking
about food. Students will probably Say it! box and play audio Track ▪ Ask four different pairs to tell
already be familiar with simple phrases, 63. Get them to repeat the
such as I like / don’t like …, but may be example words. the class about their likes and
less familiar with phrases such as I like dislikes. If any words are causing
… but I don’t like … and There are some ▪ Make sure they pronounce the particular difficulties, you can
… There aren’t any… Continue to drill drill the pronunciation again.
any new language as it will give students final ‘s’ sound correctly.
the confidence to carry out the lesson 5. What time do you have these
tasks in English. 3. Plural words that end in ‘s’ are
meals? What do you eat?
Focus on vocabulary pronounced /s/ or /z/. Listen and
tick the last sound. ▪ Draw a clock face on the board
Get ready!
▪ The purpose of this activity is and review some times. Include
1. Copy the chart in your notebook hours and half hours, for example
for students to distinguish the 12:00, 12:30. Ask students:
and write the food you like on the /s/ and /z/sounds correctly on What time is it? (twelve o’clock,
left and the food you don’t like on countable plural nouns at the end twelve thirty).
the right. of the words.
▪ Draw students’ attention to the
▪ Ask students to close their ▪ Tell them to look at the table.
gapped text. Tell students what
books and find out what food Play audio Track 64 for them time you have breakfast and
they already know. Write the to listen and repeat. Students what you eat. Repeat with lunch
word food on the board and ask tick the correct sound in their and dinner.
students to say as many examples notebooks.
as possible. Write the words on ▪ Tell students to copy the
the board under the heading. ▪ Check answers as a class.
sentences in their notebooks and
▪ Next, students look at the list of Answers complete the gaps with their own
/s/ carrots, grapes answers. Then, put the students
food in exercise 1 and find any /z/ apples, bananas, eggs, potatoes, in small groups and ask them to
words which are not on the board. share their answers.
Read through the words and onions, lemons
explain any unknown foods in L1 if ▪ As a class, ask volunteer students
necessary, drilling pronunciation. Speak
to share their answers.
4. Now tell your classmates about
© MEN Colombia
your likes and dislikes.
▪ Draw students’ attention back to
exercise 1 and model a sentence
TT1817601
UNIT 1 Module 3
Focus on language
6. Read the Useful language box. Then look at the pictures and write C for Countable
and U for Uncountable.
a. fruit b. apple c. milk Useful language
Food words are
countable or
uncountable
Countable nouns refer
to words you can
count. They can be
singular or plural
Uncountable nouns
refer to words you
can’t count. They are
always singular
d. carrot e. rice f. beans
g. water h. meat i. mango
65 7. Listen to Matt and Kelly talking about food and drink. Write M for Matt and K for kelly.
Who … e. has fish for lunch?
a. doesn’t like bread? f. thinks vegetables are good for you?
g. doesn’t like chicken?
b. prefers juice to coffee? h. loves chocolate?
c. always has a big breakfast ?
d. buys an apple for a snack?
65 8. Listen again and write what they eat for each meal.
Matt kelly
© MEN Colombia Breakfast
Snack
Lunch
9. In your notebook, write what you usually have for each meal.
87
UNIT 1 Module 3
1Lesson 1
Focus on language two eggs, a sandwich and a glass of
orange juice.
6. Read the Useful language box.
Kelly: Wow! So you’re not hungry the rest
Then look at the pictures and of the day.
write C for Countable and U for
Uncountable. Matt: Well, I buy an apple for a snack.
And what about your snack?
▪ The purpose of this activity
Kelly: I eat grapes. Then, for lunch
is for students to notice the I usually have fish with lemon and
difference between countable potatoes.
and uncountable nouns.
Matt: Sounds delicious! I usually have
▪ Draw their attention to the chicken and salad. Vegetables are good
for you.
Useful language box and go
through the information. Kelly: Chicken? Yuck! I don’t like it.
After lunch, I eat something delicious …
▪ Tell students to write the chocolate.
words in their notebooks and Matt: Oh Kelly, you have a strange diet!
decide if they are countable or
uncountable in pairs. 8. Listen again and write what they
▪ Check answers as a class. eat for each meal.
Answers cU ▪ Draw the students’ attention
aU bC fC
dC eU iC to the chart and explain the
gU hU activity. Tell them to copy the
chart in their notebooks.
Listen
▪ Students listen to audio Track 65
7. Listen to Matt and Kelly talking
again and complete the chart.
about food and drink. Write M for
Matt and K for Kelly. ▪ In pairs, students compare their
▪ The purpose of this activity is for answers. Then check answers as
a class.
students to identify information
about Matt and Kelly’s eating Answers Matt Kelly
habits.
Breakfast two eggs, a an apple, juice
▪ Students work in pairs and Snack sandwich, a glass
Lunch of orange juice grapes
complete the task in their fish with lemons
notebooks. Play audio Track 65 an apple and potatoes
twice. Check answers by asking
Who questions: Who doesn’t like chicken and
bread? (Kelly). salad
Answers 9. In your notebook, write what you
aK bK cM dM eK fM
gK hK usually have for each meal.
Audio script 65 ▪ Explain the activity. Let the
Kelly: I’m hungry! students do the exercise
themselves. Monitor to check
Matt: What about your breakfast? they are doing it correctly.
▪ Ask some students to read out
their meals.
Kelly: I don’t have time for breakfast. I © MEN Colombia
usually have an apple. I don’t like bread,
I don’t like coffee. I prefer juice, but I
don’t have time. What about you?
Matt: My mum always makes a big
breakfast for us. Every morning I have
T87
1 Lesson 1
Read
10. Read the text and match the dishes to the pictures. There is one dish with no picture.
What is it?
Glossary A coUNTRY fULL of dISHeS
avocado = aguacate Colombia is a beautiful country with lots of different regions and
herbs = hierbas/especies different food traditions. Here are four typical Colombian dishes:
pineapple = piña Cholao: This is a traditional dish from Valle del Cauca. It has
soup = sopa strawberries, bananas, pineapple, mango and other fruits, with ice
strawberries = fresas and condensed milk.
stuffed = relleno Ajiaco: This dish is from Cundinamarca and Boyacá. It is a soup and
has different kinds of potatoes, corn, chicken and some herbs.
1 Bandeja Paisa: This is a traditional dish from the coffee region. It has
rice, beans, beef, pork, avocado and an egg.
Lechona: This traditional dish from Tolima is a stuffed pig. There is a
mixture of rice, peas and pork inside the pig.
Different cities have different dishes, so when you travel, make sure
to try some food from the place.
2
3
11. Are the statements true (T) or false (f)? c. Cheese, rice and egg are some of the
ingredients of Ajiaco.
a. Cholao has fruit and vegetables.
b. Lechona is a traditional dish from d. Ajiaco is a soup.
Boyacá.
12. Complete the descriptions about each dish.
Name: Cholao Name: Name: Name:
place: Valle del Cauca place: place: place:
Ingredients:
strawberries, bananas, Ingredients: Ingredients: Ingredients:
pineapple, mango,
and other fruit. You
have it with ice and
condensed milk
88
© MEN Colombia
© MEN Colombia
UNIT 1 Module 3
1Lesson 1
Read 12. Complete the descriptions about
10. Read the text and match the dishes each dish.
to the pictures. There is one dish ▪ Students look at the fact
with no picture. What is it?
files. Ask them What are
▪ The aim of this activity is to the ingredients for Cholao?
(strawberries, banana,
get students to think about the pineapple, mango, other fruits,
ingredients of typical dishes in ice and condensed milk).
different parts of Colombia.
▪ Put the students into pairs to
▪ Ask students to look at the
complete the descriptions of the
pictures and ask them what other dishes in their notebooks.
food they can see. Draw their
attention to the glossary. Answers
Name: Cholao
▪ Tell students to work in pairs Place: Valle del Cauca
Ingredients: strawberries, banana,
and to read the text quickly and pineapple, mango, and other fruits
match the names to the pictures. with ice and condensed milk
Tell them not to worry about any Name: Ajiaco
words they don’t know. Place: Cundinamarca and Boyacá
Ingredients: different kinds of
▪ Check answers as a class. potatoes, corn, chicken and some
herbs
Answers Name: Bandeja Paisa
1. Bandeja Paisa Place: coffee region
Ingredients: rice, beans, beef, pork,
2. Ajiaco avocado and an egg
Name: Lechona
3. Lechona Place: Tolima
Ingredients: stuffed pig with rice,
Cholao is the dish with no picture. peas and pork inside
11. Are the statements true (T) or Extra activity
false (F)? Put the students in two teams. Ask each
team a question about the fact files. If
▪ Write the names of the four they answer correctly, they score two
points. If they answer incorrectly, the
dishes on the board and ask the other team has a chance to answer and
students if they remember the score one point.
ingredients of each dish.
▪ Next, ask the students to
read through the statements
individually. Give an example
True or False statement about
the dishes for example, Lechona
is a type of soup (False).
▪ Tell students to read the text
carefully and to do the activity
individually, correcting the false
statements.
▪ Ask students to compare answers
in pairs before checking as a
class.
Answers © MEN Colombia
a. F (Cholao only has fruit.)
b. F (Lechona is from Tolima.)
c. F (Ajiaco has potatoes, corn,
chicken and some herbs.)
d. T
T88
UNIT 1 Module 3
Focus on language
13. Look at the chart. Write sentences to describe what is in the fridge.
Countable Uncountable
Singular plural There is some
There isn’t any
There is a(n) There are some
There isn’t a There aren’t any
14. In your notebook, complete the sentences using a, an,
some, any.
a. Mark eats banana every day.
b. I don't want chicken for lunch, please.
c. Mum eats apple every morning.
d. We often have rice for dinner.
e. Every morning I drink water.
f. I have egg or sandwich for breakfast.
SpeAkSpeak
15. Read the dialogue. Then practise similar dialogues with a classmate. Talk about breakfast,
lunch and dinner.
yWouhabutrseutaiamkllfeyashdtao?ve At 5:30 in the
morning.
And what do you bI ruaesaugdlaalaslysndohfaevogegrassnowgmieteh
usually have for juice.
breakfast?
© MEN Colombia SpeAkWrite Writing Tip
16. Write about a typical Colombian dish and Begin your sentence with a capital letter.
End your sentences with a full stop ( . )
a dish from another country. Make sure
to include: Use a comma ( , ) for a list of three
or more items:
Origin:
Ingredients: I like grapes, bananas and strawberries.
Why you like it:
89
UNIT 1 Module 3
1Lesson 1
Focus on language Speak
13. Look at the chart. Write sentences 15. Read the dialogue. Then practise
to describe what is in the fridge. similar dialogues with a classmate.
Talk about breakfast, lunch and
▪ The purpose of this activity is for dinner.
students to be able to recognise ▪ Tell students to look at the first
countable and uncountable nouns
and make correct sentences using question and explain that usually
them. means ‘soler’ in Spanish. Then,
read through the dialogue as a
▪ Ask students to look at the class and drill pronunciation.
picture and elicit the names of ▪ In pairs, ask students to practise
the food and drinks in the fridge.
the dialogues. Monitor and check
▪ Then ask students to look at the for pronunciation.
table and make some example ▪ Next, ask the class what they
sentences, There are some
peppers in the fridge. There could substitute for breakfast
aren’t any potatoes. Ask students (lunch, dinner and snack). In
to give some more examples to pairs, students create their
check they understand. own dialogues substituting the
underlined words.
▪ In pairs, ask students to write the
▪ Ask a few pairs to say their
sentences in their notebooks.
dialogues aloud to the class.
▪ Ask a few pairs to share their
Extra activity
sentences with the class.
Students go round the class and ask and
Example answers answer the questions they have been
There is a melon, an apple, etc. practising.
There isn’t a potato, an avocado, etc. Write
There are some oranges, grapes, 16. Write about a typical Colombian
eggs, tomatoes, peppers, etc.
dish and a dish from another
There aren’t any peas, mangoes, etc. country.
There is some milk, fruit juice, ▪ Let students do the exercise by
water, yoghurt, etc.
themselves. Monitor to check
There isn’t any rice, meat, etc. that they are doing the task
correctly.
14. In your notebook, complete the
▪ Ask some students to read out
sentences using a, an, some, any.
their description of their dish.
▪ Read through the first sentence
and elicit the answer (Mark eats
a banana everyday).
▪ Ask students to copy the
sentences in their notebooks and
fill in the gaps.
▪ Ask students to compare their
answers in pairs, before checking
as a class.
Answers d. some
a. a b. any c. an
e. some f. an / a
© MEN Colombia
T89
2 Lesson 2
Focus on vocabulary
1. Look at the diagram of the food groups and complete the information about
why food is important for your body.
a. (e.g. bananas and apples): They give
your body fibre, vitamins and antioxidants.
Fruit b. (e.g. carrots and broccoli): They give
your body vitamins, minerals and fibre.
Grains c. (e.g. soya milk and yoghurt): They
provide calcium.
Vegetables d. (e.g. rice or pasta): They give you
energy, and help the body grow and work
correctly.
e. (e.g. chicken or fish): These help your
body to build and repair tissues.
f. (e.g. chocolate or butter): These
provide lots of energy for your body.
Proteins Dairy Glossary
build = construir
fibre = fibra
tissues = tejidos
Fats and sugars
LISTeNListen f
_____
66 2. Listen to the information about the Food
d e
pyramid and complete the diagram with _____ _____
the food groups 1-6.
1. fruit B c
2. vegetables _____ _____
3. proteins
4. grains A
5. dairy _____
6. fats and sugars
67 3. Write the words in the correct food group. Then listen to the person talking about the Food
pyramid and check your answers.
© MEN Colombia beef bread broccoli carrots cereal cheese chicken eggs fish lettuce melon © MEN Colombia
oranges pasta peas pineapples soya milk spinach strawberries yoghurt
fruits Vegetables protein dairy Grains
90
UNIT 1 Module 3
2Lesson 2
LESSON OVERVIEW is thinner and represents food we Audio script 67
should only eat a little of.
The main emphasis of this lesson is on Vegetables: Dark green vegetables
asking and answering questions about ▪ Play audio Track 66 and ask like broccoli, spinach, and lettuce provide
countable and uncountable nouns and different nutrients. Orange and red
finding out about students’ eating students to match the food vegetables like yucca, carrots, and pepper
habits. Phrases such as How much…? and groups to the different sections provide your body with vitamins, minerals
How many…? are used. Students also of the pyramid. and fibre.
find out about food groups and what
quantities they should have each day. ▪ Check answers as a class. Fruits: pineapples, strawberries, pears,
Continue to drill any new language as melon, oranges and mangoes help your
it will give students the confidence to Answers body to get fibre, potassium, vitamins,
carry out the lesson tasks in English. A. 4 (grains) and antioxidants.
B. 1 (fruit)
Focus on vocabulary C. 2 (vegetables) Proteins: Beef, chicken, fish, eggs, nuts,
D. 3 (proteins) black beans, peas, lentils, and veggie
Get ready! E. 5 (dairy) burgers. Protein builds up, maintains, and
F. 6 (fats and sugars) replaces the tissues in your body.
1. Look at the diagram of the
Audio script 66 Grains: Bread, cereal, rice, tortillas and
food groups and complete the pasta. Whole-grain products such as
information about why food is The food guide pyramid represents whole-wheat bread, oatmeal, and brown
important for your body. rice are recommended because they have
more fibre and help you feel full.
▪ Students look at the food group
a model for healthy eating. It is a Dairy: Milk, yoghurt, cheese, and fortified
diagram in their books. Ask them soya milk or a cup of milk, but it’s better
questions about the foods they diagram with six horizontal sections that to choose low-fat or non-fat dairy most of
can see, for example, What food the time.
can you see in Grains? (bread, represent the six food groups. Grains are
pasta, rice).
the biggest section and we need to eat a
▪ Read through the information as
lot of these to give us energy. The next
a class. Explain the activity, and
elicit the answer for a (fruit). two groups are fruit and vegetables. We Answers
Fruit: melon, oranges, pineapples,
▪ Put the students into pairs to need to eat three to five vegetables per strawberries
complete the exercise. day and two to four pieces of fruit per Vegetables: broccoli, carrots,
lettuce, spinach
▪ Ask some students to share their day. The next two groups are proteins
Protein: beef, chicken, eggs, fish,
answers. and dairy. They are smaller, so we need peas
to eat less of them. These foods are Dairy: cheese, soya milk, yoghurt
good for our tissues and our bones. The Grains: bread, cereal, pasta
last group is fats and sugars and it is
the smallest group. These give us lots of
energy, but we only need a small amount
of them. We only eat a little each day.
Answers c. Dairy 3. Write the words in the correct Extra activity
a. Fruit b. Vegetables
d. Grains e. Proteins food group. Then listen to the Put students in small groups. They take
f. Fats and sugars person talking about the Food turns to describe a kind of food for the
Pyramid and check your answers. others to guess. For example, This is in
Listen the grain group. We eat it with soup. It
▪ Ask students to look at the words is brown or white (bread).
2. Listen to the information about
in the box and explain any words
the Food Pyramid and complete they don’t know, for example
the diagram with the food groups soya milk means ‘leche de soja’.
1-6.
▪ Ask students to copy the table
▪ Ask students if they know what
into their notebooks and explain
the diagram shows. Explain that that they have to write the words
it is a food pyramid and gives us in the correct columns.
information about how to eat
healthily. Say that the bottom ▪ Play audio Track 67 once and
of the pyramid is wider and
represents food we should eat a then let students compare
lot of and the top of the pyramid answers in pairs.
▪ Check answers as a class.
© MEN Colombia
T90
UNIT 1 MMoodduullee 33
Read
4. Read the text and match the questions a-d to the paragraphs.
a. How much sugar do you need every day? c. How much water do you need every day?
b. How many meals do you need every day? d. How much fruit do you need every day?
What is a healthy diet? (3)
People have different opinions about how
(1) much is required. Some people drink just one
Doctors say we need to have six meals a day. glass with their meal, others drink six glasses
Normally we have breakfast, lunch and dinner, throughout the day, and other people drink it
and it is a tradition to have a big meal. But, all day long. The truth is that we drink much
our body needs small quantities of food to more water than what we think. Water is
process more frequently. This means you need everywhere, in fruit, in soups, in vegetables.
to eat something every two or three hours. The only important thing is to give your body
(2) one litre a day.
Doctors say we need to eat fruit every day,
and between three to five portions a day. (4)
Nowadays, it is possible to find fresh fruit at You may be surprised to learn that your body
the supermarket. Usually they are organised does not need sugar. In fact, it is not good for
by colour. You can find yellow fruit, for example, your body. Especially when it is artificial. The
orange, tangerine and papaya; red fruit, for sugar you find in fruit is natural and your body
example, cherries and strawberries; green fruit, processes it in a different way, but the sugar
etc. So, it makes it simple for you to select from that comes from sweets, chocolates, and sodas
a range of colours. is not good. Do you know how much sugar there
is in a glass of soda? The answer is between
four to six spoons, so think twice the next time
you feel like a cola or a bar of chocolate.
© MEN Colombia 5. Read the text again and choose the 4. How much sugar do you need?
A. Your body doesn’t need sugar.
correct option. B. Your body needs small quantities.
c. Your body needs big quantities.
1. How many meals do you need to have
a day? 6. Find these words in the text and match
A. Six small meals
B. Six big meals them to the definitions.
c. Three big meals
doctors glass natural supermarket
2. How much fruit do you need to have
a day? a. a place to buy food and other products
A. None (zero) b. a container of liquids
B. One to three portions c. not artificial
c. Three to five portions d. professionals who are trained to treat
3. How much water do you need? ill people
A. One glass
B. One litre 91
c. 10 glasses
UNIT 1 Module 3
2Lesson 2
Read
4. Read the text and match the
questions a-d to the paragraphs.
▪ Read through the questions as
a class. Elicit possible answers
from the students.
▪ Read out the first question again.
Tell the students they have thirty
seconds to find the paragraph
with the correct answer.
(paragraph 4).
▪ Put the students in pairs to
match the other questions with
the paragraphs.
▪ As a class, ask volunteer students
to share their answers.
Answers
1b 2d 3c 4a
5. Read the text again and choose
the correct option.
▪ Students complete the activity in
pairs.
▪ Ask some students to share their
answers.
Answers
1A 2C 3B 4A
6. Find these words in the text and
match them to the definitions.
▪ Ask students to find the
underlined words in the text.
Then, they complete the activity
individually.
▪ Put the students in pairs and ask
them to compare their answers.
▪ Check answers as a whole class.
Answers b. a glass
a. supermarket d. doctors
c. natural
© MEN Colombia
T91
2 Lesson 2
Focus on language
7. Read the Useful language box. Complete the food questionnaire with the correct question: How
much or How many. Then answer the questions in your notebook.
Useful languagee Food questionnaire
Countables 1. _____________ fruit do you eat a day?
Use How many to ask for A. Three or more pieces of fruit
quantities of countable nouns. B. One or two pieces of fruit
How many apples do you need? c. I don’t eat fruit
Uncountables
Use How much to ask for 2. _____________ portions of vegetables do you eat a day?
quantities of countable nouns. A. Three or more
How much water do you drink? B. One or two
c. I don’t eat vegetables
68 8. Say it!
3. ___________ water do you drink a day?
Listen and repeat. A. One big bottle
When speaking quickly two B. One glass
words often join together to c. One small bottle
form one sound. For example,
the words do and you often 4. ____________ fizzy drinks do you drink a day?
appear together in questions: A. I don’t drink fizzy drinks
do + you = /dj / B. One glass
How much fruit do you eat? c. One big bottle
How many meals do you have
a day? 5. _____________ dairy products do you have a day?
A. Three or more
B. One or two
c. zero
Mostly A: Great job!! You take care of your eating habits.
Mostly B: Good job! But sometimes you don’t eat well.
Mostly c: Be careful. Your eating habits aren't good for your health.
Speak
9. Choose two food groups and ask your classmates questions to
find out about their eating habits. Use How much and How many.
Example: How much meat do you eat every week?
I eat meat three times a week.
How much fruit do you eat a day?
I eat two portions of fruit every day.
92
© MEN Colombia
© MEN Colombia
UNIT 1 Module 3
2Lesson 2
Focus on language Speak
7. Read the Useful language box. 9. Choose two food groups and ask
Complete the food questionnaire your classmates questions to find
with the correct question: How out about their eating habits. Use
much or How many. Then answer How much and How many.
the questions in your notebooks.
▪ The purpose of this activity is for
▪ The aim of this activity is
students to be able to practise
to review countable and the language they have learned.
uncountable nouns and to
introduce the question forms ▪ Review the five food groups and
How much …? and How many…?
to complete a questionnaire elicit some examples of food in
about health. each group.
▪ Draw students’ attention to the ▪ Draw the chart on the board and
Useful Language box and focus copy the first example. Answer
their attention on when to use the question for yourself and
much and many. write it in the column You. Then
ask two students the question
▪ Next, ask students to read the and write their answers on the
chart.
first question and decide what
the missing question words are. ▪ Students write their questions on
Elicit answers as a class.
their chart. Put students in small
▪ Put the students in pairs to groups. Tell them to take turns
to ask and answer their questions
complete the exercise. Check and record their answers on their
answers with the class. charts. Monitor the students
checking language structures and
▪ Tell students to ask their partners pronunciation are correct and
offering support.
the questions and write their
answers in their notebooks. Then ▪ Ask some questions to find out
tell them to use the key to find
out how healthy they are. what eating habits the class
have.
Answers
1. How much
2. How many
3. How much
4. How many
5. How many
8. Listen and repeat.
▪ Draw the students’ attention to
the Say it! box and play audio
Track 68 for the students to
repeat the words. Make sure they
pronounce do you together to
form one sound.
▪ If students have any problems
you can practise with more do
you questions, for example,
where do you live?
© MEN Colombia
T92
UNIT 1 MMoodduullee 33
Write
10. Read the text and answer the questions a-e.
© MEN Colombia Dear Alicia,
It’s great to hear about your plan to visit England
next month. How many days are you here for? Let’s meet
in London to go shopping and have a meal together!
There are restaurants from all over the world in
London: Chinese, Italian, Indian, Brazilian and many
more. There are fast-food restaurants, which are cheap
and quick, but they are not very good for you. There are
also very healthy salad bars and vegetarian restaurants.
English breakfasts are BIG! In a full English breakfast
there are many things: eggs, bacon, sausages, tomatoes,
mushrooms, beans and toast. To drink, there’s tea,
coffee or juice. After that, you aren’t hungry until
the evening! For a smaller breakfast, people eat toast
and jam, cereals or fruit and yoghurt. Most people have
breakfast around 7:00-8:00am.
At around 12:00-1:00 pm, people have a quick lunch –
often a sandwich, a salad or some soup. Choose brown
bread and salad on the sandwich to make it healthy.
Dinner is usually at around 6:00-8:00 pm, though
people sometimes eat later in restaurants.
A very typical British dish is fish and chips, which
is delicious, but not very healthy.
Roast dinners with meat (chicken, beef or lamb), roast
potatoes (yummy!), vegetables and gravy is typical to
have for Sunday lunch. It’s very nutritious.
However, the most popular British meal of them all is
not actually British! It’s Chicken Tikka Masaala, a
tasty Indian dish with lots of spices. You must try it
– I love it!
Can’t wait to see you.
Martha.
a. What time do people eat their meals in the UK?
b. What do people eat for breakfast, lunch and dinner?
c. What healthy / unhealthy food is mentioned?
d. Find two ways of saying ‘tastes good’.
e. Find the different ways of saying if something is healthy / unhealthy.
11. Read the task and write your email. Use the text in exercise 10 to help you.
Your penfriend wants to know about food in Colombia for her/his trip next month.
Write an email telling her/him about meals in Colombia. Write about:
▪ what type of restaurants there are
▪ what she/he can eat for breakfast, lunch and dinner
▪ which dishes are healthy / unhealthy
▪ recommend some traditional dishes.
93
UNIT 1 Module 3
2Lesson 2
Write
10. Read the text and answer the
questions a-e.
▪ Ask students what they think
people in Britain eat for
breakfast, lunch and dinner.
▪ Put students in pairs and ask
them to read the text to see if
their ideas are correct.
▪ Tell students to work in pairs and
answer the questions in their
notebooks.
Answers
a. Breakfast 7:00-8:00 AM
Lunch 12:00-1:00 PM
Dinner 6:00-8:00 PM
b. Big Breakfast: eggs, bacon,
sausages, tomatoes, mushrooms,
beans and toast, tea, coffee or
juice
Light breakfast: toast and jam,
cereals or fruit and yoghurt
Lunch: sandwich, a salad or some
soup
Dinner: fish and chips, roast
dinners with meat (chicken,
beef or lamb), roast potatoes,
vegetables and gravy
c. Healthy: brown bread and salad
Unhealthy: fish and chips
d. yummy, delicious
e. Healthy: nutritious
Unhealthy: not good for you
11. Read the task and write your
email. Use the text in exercise 10
to help you.
▪ Ask a student to read out the
task. Elicit ideas under each
heading and write the words on
the board.
▪ In pairs, students write an
email. Monitor to check they
are doing the task correctly and
offer support with content and
language.
▪ Ask a few pairs to read out their
emails.
© MEN Colombia
T93
3 Lesson 3
Focus on vocabulary
1. Match the words in the box to the pictures 1-9.
burger and chips chicken and rice fish lasagne green salad
pizza spaghetti bolognese roast beef roast chicken
12 3
45
6
789
3. Ask and answer these questions with a partner. 69 2. Say it!
Which dishes do you eat regularly? Read the information. Then listen and repeat.
I eat … regularly? When two words are joined together with the
Which dishes do you only eat at the weekend? word and the pronunciation of this conjunction
I eat … at the weekend. is often shortened to an /n/ sound.
Chicken and rice (chicken ’n’ rice)
Listen Burger and chips (burger ’n’ chips)
70 4. Listen to what colin eats every day, then match the food to the correct day.
a. On Sunday he eats 1. fish and chips. Listening Tip
b. On Monday he eats 2. roast chicken.
c. On Tuesday he eats 3. sausage and mash. Check the correct
d. On Wednesday he eats 4. ham and salami. pronunciation of key words
e. On Thursday he eats 5. spaghetti bolognese or lasagne. from the task. It will make
f. On Friday he eats 6. green salad and roast beef. it easier for you to identify
g. On Saturday he eats 7. mixed grill.
them in the listening.
© MEN Colombia
© MEN Colombia
94
UNIT 1 Module 3
3Lesson 3
LESSON OVERVIEW ▪ Ask students if they can think of Audio script 70
The main emphasis of this lesson is any other types of food which What does my family eat every
on students’ eating habits and getting go together, for example fish
them to ask and answer questions about and chips, rice and beans and week? I’m afraid we’re quite boring
quantities. Continue to drill any new encourage them to try to say
language as it will give students the these. and we don’t vary our meals much. Every
confidence to carry out the lesson tasks
in English. 3. Ask and answer these questions Sunday, we always have roast chicken
Focus on vocabulary with a partner. either at home or at my grandparents.
Get ready! ▪ Ask some students the questions During the week we eat a lot of meat –
1. Match the words in the box to the to model the activity. I’d say we have meat about three or four
pictures 1-9. ▪ Put students into pairs. They days a week. Let me count … as I said
▪ Review the six food groups (fruit, take turns to ask and answer the before, it’s roast chicken on Sundays.
questions.
vegetables, proteins, grains, fats On Mondays, we always have cold meats
and sugars) and ask students to ▪ Monitor the students to
give you some examples of food like ham or salami. On Tuesdays, it’s an
from each group. make sure they are using
the contraction ‘n’ where Italian night – we usually have spaghetti
▪ Draw students attention to the appropriate.
bolognese or lasagne or something like
pictures and ask them which ▪ Ask four different pairs to say
food groups they can see in each that. Wednesdays, mmmm, oh yes,
of them. Then ask them which their dialogues to the class. If
dishes they think are healthy and any words are causing particular on Wednesdays, it’s green salad and
which are unhealthy. difficulties, you can drill the
pronunciation again. roast beef. On Thursday, my mother
▪ Explain the activity and drill
Listen usually gets paid, so we always go out
pronunciation of the words. Then
do the first picture as a class. 4. Listen to what Colin eats every for a mixed grill as a treat. Friday is
Put the students into pairs to
complete the activity. day, then match the food to the our favourite day of the week because
correct day.
Answers we usually have fish and chips. And on
1. spaghetti bolognese ▪ Guide students through the
2. green salad Saturdays, because we are busy shopping
3. roast chicken activity. Review how ‘and’ is
4. pizza contracted to ‘n’ when speaking and doing chores, we have something
5. burger and chips quickly and draw their attention
6. roast beef to the Listening Tip box. quick like sausage and mashed potato.
7. lasagne
8. fish ▪ Ask students to practise saying Then, of course, it’s back to Sunday roast
9. chicken and rice
the food in 1-7 quickly. This again. So actually … that’s meat every
2. Read the information. Then listen should help when they are
listening to the audio. day, except Fridays when we have fish!
and repeat.
▪ Tell the students you will play Answers
▪ The purpose of this activity is to a2 b4 c5 d6 e7
the audio recording three times.
raise the students’ awareness of The first time, tell them to listen f1 g3
how sounds in English can change for the different food in 1-7. Play
in connected speech. audio Track 70.
▪ Draw students’ attention to the ▪ Play audio Track 70 again. This
Say it! box and play audio Track time so students can do the
69. Get them to repeat the matching activity. Then, students
example phrases. work in pairs to compare their
answers.
▪ Play audio Track 70 a final time
so students can check their
answers. Then check the answers
with the class.
© MEN Colombia
T94
UNIT 1 MMoodduullee 33
Speak
5. Ask and answer questions with two classmates about what you eat during the week.
What do you eat on Mondays?
On Mondays, I eat burgers and chips.
Read ellen Andersen
I’m an engineer and I have my own
company. At 6:30 am, I usually have
6. Read the texts about Jeff, Ellen and Ward, a big breakfast of hot chocolate, a
sandwich and some eggs. During the
and answer the questions a-e.
day, I’m often hungry, so I have some
snacks – usually fruit, such as grapes
Jeff Peterson and apples. I eat lots of fruit. For
I’m a college student. College is very expensive, so at the lunch, I usually have a main meal
weekends, I work in an Italian restaurant. with beef or roast chicken and a few
My day begins very early because I have classes from 7:00 am potatoes. At around 7:00 pm, I stop
to 1:00 pm, so I have a quick breakfast of a glass of orange work and I have a cup of tea and some
juice and a few biscuits. In the afternoon, I work on my crackers and cheese for dinner.
assignments. I take a packed lunch with a ham sandwich, a
little cheese and some fruit. I also eat crisps – several packets
a day. I love crisps, so I eat a lot of them. From Thursdays
to Sundays, I work from 6:00 to 10:00 pm, so I usually have
dinner at the restaurant. There are a lot of dishes to choose Glossary
from - my favourite meals are pasta and lasagne. a slice = un pedazo
expensive = caro
I’m hungry. = Tengo hambre.
I’m thirsty. = Tengo sed.
Ward Jacobson main meal = comida principal
I’m a travel agent. I work from Monday to Friday from 8:00 am
to 8:00 pm. My working day is very long. I don’t usually have
time for breakfast because I need to get ready and make the
journey to work. I talk on the phone nearly all day. I’m usually
quite thirsty, so I drink a lot of water. In the afternoon, I usually
have a slice of pizza or a little pasta for lunch at my desk and
for dinner I have a main meal, like fish or chicken and rice.
Before I go to bed, I have a glass of milk and some biscuits.
© MEN Colombia a. Who has a few potatoes for lunch?
b. Who eats a lot of fruit?
c. Who doesn’t eat breakfast?
d. Who eats a lot of crisps?
e. Who drinks a lot water?
7. Read the texts again and answer the questions.
a. What are Jeff’s favourite meals?
b. What does Ellen have for dinner?
c. What does Ward have for lunch?
95
UNIT 1 Module 3
3Lesson 3
Speak 7. Read the texts again and answer
5. Ask and answer questions with the questions.
two classmates about what you eat ▪ Tell students to read the other
during the week.
two texts that they didn’t read
▪ Write the phrase What do you eat before.
on … on the board and elicit the ▪ Students stay in their groups to
days of the week from the class.
answer the three questions in
▪ Answer the question yourself, for this exercise.
example, On Sunday I have lunch Answers
with my family. We usually eat a. Jeff’s favourite meals are pasta
chicken, rice and vegetables.
and lasagne.
▪ Tell students to write the days b. Ellen has a cup of tea and some
of the week in their notebooks crackers and cheese for dinner.
and then to write what they eat c. Ward usually has a slice of pizza
on each day. Then ask students
to work in groups of three and to or a little pasta for lunch.
ask and answer the question to
find out their classmates’ eating Extra activity
habits.
In the groups of three, students write
▪ Ask a few students to say what three more questions about the texts.
Then they swap the questions with
they found out about their another group to answer.
classmates.
Read
6. Read the texts about Jeff,
Ellen and Ward and answer the
questions a-e.
▪ Explain the activity and draw
students’ attention to the
glossary. The aim of this activity
is to introduce the use of
quantifiers to describe how much
they eat.
▪ Divide the class into three
groups. Give each group a
different person to read about.
After the students have read
their text, put students into
groups of three so there is one
student who read the text about
Jeff, Ellen and Ward in each
group.
▪ Next, students read the questions
and work together to complete
the answers.
Answers © MEN Colombia
a. Ellen
b. Ellen
c. Ward
d. Jeff
e. Ward
T95
3 Lesson 3 3
FocuRseaond language
8. Match sentences a-f to pictures 1-6.
1
4
2
5
a. None of the students have food or drink in the classrooms.
b. A lot of children take a packed lunch to school.
c. A lot of students have lunch in the school canteen. 6
d. A few students take an apple to school every day.
e. A few students eat healthy food.
f. A lot of students eat pizza for lunch.
9. Answer the questions with a little or a few.
a. Do you want more sugar? Yes, a little, please.
b. Do you have any oranges? Yes. I have .
c. Do you want milk with your coffee? Yes, please. Just .
d. Do you have any tomatoes? Yes, I have .
e. Do you want more rice? Yes, .
Useful language
© MEN Colombia
© MEN Colombia
Countable Quantifier +++++ Quantifiers ++
Uncountable I need a lot of apples to I only need a few apples to
make apple juice. make this pie.
I drink a lot of water. I drink a little water every day.
96
UNIT 1 Module 3
3Lesson 3
Focus on language
8. Match sentences a-f to pictures
1-6.
▪ The purpose of this activity is for
students to be able to describe
quantities of food or drink.
▪ Draw students’ attention to the
quantifiers for countable and
uncountable nouns in the Useful
language box and ask them
what they notice (the quantifer
a lot of is the same for plural
countable nouns and uncountable
nouns).
▪ Read the first sentence as a class
and ask students to decide which
is the correct picture (6).
▪ Put the students in pairs to
complete the activity.
▪ Students feed back their answers
as a class.
Answers
1f 2e 3b 4d 5c 6a
9. Answer the questions with a little
or a few.
▪ Review food that is countable
and uncountable. Then ask which
quantifier we use for countable
nouns (a little) and uncountable
nouns (a few). Ask some students
to make a sentence using one of
the foods on the board with a
little or a few.
▪ In pairs, ask students to copy and
complete the sentences in their
notebooks.
▪ Ask a few pairs to share their
answers with the class.
Answers
a. a little b. a few c. a little
d. a few e. a little
© MEN Colombia
T96
UNIT 1 MMoodduullee 33
Read
10. Read the results of a survey. Are sentences a-c true (T) or false (f)?
How often do you eat … every day Sometimes never
chicken? IIII IIII II IIII IIII IIII III
Thirty people took part in the survey about their eating habits, and about how often they eat
certain food items.
A lot of people eat chicken sometimes – a total of fifteen people. 50% eat chicken sometimes.
A lot of people eat chicken every day – a total of twelve people, which means 40% eat chicken
every day.
A few people never eat chicken – a total of three people. So 10% of people never eat chicken.
a. A few people eat chicken sometimes.
b. Everybody eats chicken.
c. A lot of people never eat chicken.
SpeAkSpeak
11. Do a survey about your classmates’ eating habits. Copy the table in your notebook. Change the
food items if you prefer.
How often do you eat … every day sometimes never
rice?
fast food?
vegetables?
beans?
fruit?
hamburgers?
© MEN Colombia Example: How often do you eat rice? Writing Tip
Every day. / I eat rice every day.
Always plan your writing first.
SpeAkWrite In the case of a survey, work out the results
first and perhaps calculate some percentages.
12. Write a report about the results of your
Are any of the results surprising? Do any
survey. Use the example in exercise 10 results stand out? Write about these ones. You
to help you.
don’t have to report every result, just the
most interesting ones.
97
UNIT 1 Module 3
3Lesson 3
Read support with pronunciation and
vocabulary when needed.
10. Read the results of a survey. Are
▪ Students count up their tallies
sentences a-c true (T) or false (F)?
and write down the totals. Some
▪ Review the use of never, every students might like to work out
the percentages.
day and sometimes.
▪ Ask some students to share their
▪ Explain the word percentage (%)
results with the class.
and drill pronunciation. Then
explain how to read the scores Write
in the text (fifteen out of thirty,
twelve out of thirty, etc). 12. Write a report about the results of
▪ Draw students’ attention to your survey. Use the example in
exercise 10 to help you.
the chart. Explain that this is
a tally chart and we use it to ▪ Explain the activity. Then draw
record numbers. One tally stick
represents one person. We group students’ attention to the Writing
the tally sticks into groups of Tip box.
five.
▪ Ask students to plan their
▪ Next, ask the class to count
reports. Ask them to re-read the
how many people eat chicken model text in exercise 10 first
every day (twelve). and then follow the points in the
Writing Tip box.
▪ Put the students into pairs
▪ Students work on their plans.
to complete the activity and
ask them to correct the false Monitor to check that they are
sentences. doing the task correctly. Support
with content and language as
Answers needed. Students can write up
a. F (lots of people eat chicken their report for homework.
sometimes)
b. F (a few people never eat
chicken)
c. F (a few people never eat
chicken)
Speak © MEN Colombia
11. Do a survey about your classmates’
eating habits. Copy the table in
your notebook. Change the food
items if you prefer.
▪ The purpose of this activity is for
students to find out how often
their classmates eat different
food. Drill pronunciation of the
questions and answers and review
the contracted form of do you …?
/djə/.
▪ Tell students to complete the
chart for themselves in their
notebooks. Then, tell them to
stand up and mingle with their
classmates asking and answering
the survey questions.
▪ Monitor to check students are
doing the activity correctly and
T97
4 Lesson 4
Focus on vocabulary
1. Complete the descriptions with the words in the box.
bottle bowl packet cup glass plate box tin jar jug
1 2 3 45
A ________ of soup A ________ of coffee A ________ of chips A ________ of tuna A ________ of milk
6 7 8 9 10
A ________ of water A ________ of crisps A ________ of A ________ of A ________ of
orange juice cereals mayonnaise
Useful Vocabulary 71 2. Say it!
Don’t confuse chips and crisps. Read the information. Then
Chips are long and thin. People eat them hot with salt and tomato ketchup. listen and repeat.
Crisps are round and very thin. People eat them cold straight from the packet. In these phrases, the underlined
nouns are stressed and the words
72 3. Complete the conversation with words from exercise 1. a and of are unstressed.
a bottle of water
Then listen and check. a cup of coffee
a bowl of soup
Sue: Good morning, John.
John: Hello, Sue. How can I help you?
Sue: I’d like two (1) _ _ _ _ _ _ _ of milk, please.
John: Anything else?
Sue: Yes, please. Can I have a (2) _ _ _ _ _ _ of
John: rice? And I’d like two (3) _ _ _ _ of jam.
Sue: Of course. Would you like a (4) _ _ _ of
John: salmon? It’s on offer.
Yes, please. That sounds nice. Thanks.
Thank you.
© MEN Colombia
© MEN Colombia
4. practise reading out the dialogue with a classmate.
98
UNIT 2 Module 3
4Lesson 4
MODULE 3 UNIT 2 OVERVIEW
Lesson Topic Language Focus Output
Do you like …
Lesson 4 Food containers Would you like … Speaking: ordering food and drink in
Ordering food and drink Collective nouns a restaurant
Lesson 5 Helping the environment should / shouldn’t Speaking: giving advice about the
environment
Lesson 6 Health advice Extreme adjectives Writing: making a poster
Intensifiers
Speaking / Writing: giving opinions on
health topics
UNIT THEME Answers Answers
1. bowl 1. bottles 2. packet 3. jars 4. tin
In Unit 2, there are three lessons on
the theme ‘Take good care’. Students 2. cup Audio script 72
will learn to talk about how healthy or
unhealthy different food and drink is. By 3. plate Sue: Good morning, John.
the end of the unit, they will be able to John: Hello, Sue. How can I help you?
order food and drink in a restaurant or 4. tin Sue: I’d like two bottles of milk, please.
café and give opinions about a range of John: Anything else?
health issues. 5. jug Sue: Yes, please. Can I have a packet of
rice? And I’d like two jars of jam.
LESSON OVERVIEW 6. bottle John: Of course. Would you like a tin of
salmon? It’s on offer.
The main emphasis of this lesson is 7. packet Sue: Yes, please. That sounds nice.
healthy lifestyles and ordering food and Thanks.
drink. Students also learn some food 8. glass John: Thank you.
collocations and collective nouns, such as
a bottle of water and useful adjectives. 9. packet 4. Practise reading out the dialogue
Throughout the lesson they have
opportunities to talk and write about the 10. jar with a classmate.
new language covered as well as reusing
topic vocabulary from earlier lessons. 2. Read the information. Then listen ▪ Tell the students they are going
Focus on vocabulary and repeat. to read the dialogue with their
partners. First, ask two students
Get ready! ▪ The purpose of this activity is to read the completed dialogue
to the class. Then, students read
1. Complete the descriptions with to raise students’ awareness the dialogue with their partners.
of more sounds in English that
the words in the box. change in connected speech. ▪ Monitor the students to make
▪ Tell students to look at the pictures ▪ Draw students’ attention to the sure they are not stressing the
words a and of.
and ask questions, for example, Say it! box and play audio Track
What food can you see? and What 71. Get them to repeat the ▪ Ask some pairs of students to
drinks can you see? and try to elicit example phrases.
some of the containers. read their dialogues to the
▪ Ask them to practise more of the class. If any words are causing
▪ Explain the meaning of any new particular difficulties, you can
phrases from exercise 1 in pairs. drill the pronunciation again.
words and focus on the Useful
vocabulary box and explain the 3. Complete the conversation with Extra activity
difference between crisps and
chips. You could also say that in words from exercise 1. Then listen Students practise the dialogue again,
the USA chips are usually called and check. but this time they substitute the food
French fries and crisps are and drink in the dialogue for other
called chips. ▪ Tell students to close their books. phrases from exercise 1.
▪ Ask students to work in pairs Then ask them to guess the © MEN Colombia
second part of each collocation:
to complete the descriptions a bottle of… (water), a plate of…
in their notebooks, then check (chips), a jug of …(milk), etc.
answers as a class.
▪ Put the students in pairs and ask
them to guess the missing words
and write their answers in their
notebooks.
▪ Play audio Track 72. Students
listen and check their answers.
T98
UNIT 2 MMoodduullee 33
Listen
5. Read the definitions of healthy / unhealthy food. Then look through module 3 and write as
many healthy and unhealthy food and drink words as you can in your notebook.
Healthy food and drink Unhealthy food and drink Unhealthy foods are bad for
chicken and rice burger and chips your body and your health.
water fizzy drinks
Healthy foods are good for your
body and they help you grow.
© MEN Colombia 6. Look at the lists of healthy and unhealthy B. She thinks it means eating the same
amount of healthy and unhealthy food.
food and tick (✓) the items you eat or
drink. Write how many times a week / day c. She thinks it means getting the right
you have them. balance across the food groups.
73 7. Listen to a conversation between a doctor 5. What does the doctor tell Manuela to do?
A. He doesn’t think she understands.
and a patient who has completed a healthy B. He tells her to see the correct
eating questionnaire. Choose the correct balance.
option A, B or c. c. He tells her to have less unhealthy
food and drink.
1. What does the doctor think is good about
Manuela’s diet? 8. Answer the questions about your diet.
A. She seems to eat a lot of chips.
B. She drinks a lot of water. a. Do you eat more food from the healthy
c. There’s some information missing. or the unhealthy food list?
2. What does Manuela say about chips? b. What makes the food and drink you eat
A. She eats three or four plates of chips unhealthy? (e.g. too much sugar / fat)
every day.
B. She’d like to eat fewer chips. c. What changes should you make to
c. She loves them – especially with your diet?
ketchup and salt.
99
3. What does the doctor say about fizzy
drinks?
A. You don’t need to have them.
B. He loves fizzy drinks.
c. You only need orange juice.
4. How is Manuela confused about a
balanced diet?
A. She eats too much unhealthy food and
too much healthy food.
UNIT 2 Module 3
4Lesson 4
Listen about her eating habits. Tell Manuela: Yes, I try to eat healthy food in
them the first time you play the morning and at lunch time, so I can
5. Read the definitions of healthy / the audio they need to decide eat my favourite food in the evening.
if Manuela has a healthy or
unhealthy food. Then look through unhealthy diet. Doctor: Ah … I see. Do you think you eat
module 3 and write as many more healthy or unhealthy dishes?
healthy and unhealthy food and ▪ Play audio Track 73. Elicit the
drink words as you can in your Manuela: Mmm … I think that I eat a
notebook. answer (her diet is unhealthy). balanced diet … of healthy and unhealthy
food.
▪ Write healthy and unhealthy ▪ Next, tell students to read
Doctor: I don’t think you understand. A
on the board. Ask students through the questions in exercise balanced diet means eating from all the
what food and drink they can 7. In pairs, ask the students food groups. You need to eat the correct
remember under each heading. to see if they remember the amount of protein, fruit and vegetables,
answers. Then play audio Track dairy and grains. Looking at your diet, I’d
▪ Then, ask students what makes 73 again. Students listen and like you to try to eat fewer chips and less
select the correct answer. fizzy drink. Eat more rice, chicken and
some food and drinks unhealthy Ask students to compare their fish and a wider variety of vegetables.
and others healthy? Elicit answers in pairs.
answers, then read out the Manuela: OK. Thank you, Dr. Oyuela. I’ll
definitions in exercise 5. ▪ Then, play audio Track 73 once give it a go.
▪ Put the students into small more to check the answers. Stop Answers
after each section.
groups and read out the rubric 1B 2C 3A 4B 5C
as a class. Tell them to copy the Audio script 73
chart in their notebooks. Then 8. Answer the questions about your
tell the students they have five Doctor: Hello, Manuela. Thanks for
minutes to look through module 3 completing the questionnaire. diet.
and to find as many healthy and
unhealthy words as they can and Manuela: Hi, Dr. Oyuela. That’s fine. I ▪ The purpose of this activity is for
write them on their chart. The don’t think the results will be good. I’m
aim is to have the most words not very healthy. students to find out how healthy
correctly placed. their diet is.
Doctor: Well, I need to ask a few
▪ After five minutes, stop the class questions. There’s some information ▪ Students look at their answers
missing. Let’s see. How much water do
and ask each group to read out you drink? from exercise 5 and complete
their lists. the activity for themselves. Then
Manuela: Well, I drink about eight glasses they work in small groups and
6. Look at the lists of healthy and of water a day. take turns to ask and answer the
questions.
unhealthy food and tick (3) the Doctor: That’s great! It’s important to
items you eat or drink. Write how drink lots of water. You seem to eat a lot ▪ Monitor to check students are
many times a week / day you have of chips. How many plates of chips do you
them. eat every week? doing the activity correctly and
to offer support.
▪ The purpose of this activity is for Manuela : Oh… Chips are my favourite
food. I probably eat three or four plates Extra activity
students to see how healthy or of chips in a week.
unhealthy their diet is. Students could prepare a poster that
Doctor: Well, I think that’s too many. I’d shows healthy and unhealthy food
▪ Students work individually to like you to eat fewer chips, please. They and drinks.
aren’t very healthy for you, are they?
complete the activity.
Manuela: No, they aren’t. But I love
▪ Monitor to check students are them. Mmmm with lots of salt and
ketchup!
doing the activity correctly.
Doctor: Ok… and… How much fizzy drink
7. Listen to a conversation between do you have? How many bottles a week?
a doctor and a patient who has Manuela: I usually have about one or two
completed a healthy eating bottles a day. I drink a lot of fizzy drink. I
questionnaire. Choose the correct know it’s bad for you, but I love it.
option A, B or C.
Doctor: I’d like you to stop drinking fizzy
▪ The purpose of this activity is for drink. All your body needs is water. A
glass of juice is OK with breakfast. Do
students to listen to suggestions you eat fruit and vegetables?
from a doctor about healthy
eating. Manuela: Yes, I do. I eat a bowl of fruit © MEN Colombia
for breakfast and a plate of green salad
▪ Tell the students they are going for lunch.
to listen to a conversation Doctor: That’s great.
between Manuela and her doctor.
The doctor is asking Manuela
T99
4 Lesson 4
Read
74 9. Complete the dialogue with the phrases in the box. Then listen to check your answers.
a bowl of Adam: I’m hungry. What about you? Would you like
a bottle of
do you like some food?
Good afternoon
I’d like some chicken Paula: Yes, (1) . Great idea!
I’m hungry too
Adam: What kind of food (2) ? Are you a
healthy eater?
Paula: Well, I try to eat healthy food most of
the time.
Adam: This café is great as it has a good selection
of fresh, healthy food.
Paula: OK. Let’s try it.
Waiter: (3) . Are you ready to order?
Adam: Yes, I think so.
Waiter: Would you like a starter?
Adam: I’d like (4) vegetable soup, please.
Paula: And I’d like some salad, please.
Waiter: Would you like a drink?
Adam: Shall we share (5) sparkling water?
Paula: Good idea.
Adam: Then I’d like some fish. What else would
you like?
Paula: I don’t like fish. I think (6) , please.
What does it come with?
Waiter: You can have some rice, chips or vegetables.
Adam: I’d like some vegetables, please.
Paula: Me too.
Waiter: OK.
Focus on language
10. Read the sentences and answer the questions.
Do you like fish? Would you like some fish?
Yes, I do. / No I don’t. Yes, I would. / No, I wouldn’t.
Yes, I do like it. / No I don’t like it. Yes, I would like some please. / No, I
I like fish. wouldn’t like any, thank you.
I don’t like fish. I’d like some fish, please.
I wouldn’t like any fish, thank you.
1. Which question means Do you want … ? A. Do you like … ? B. Would you like … ?
2. In the question form with plurals and uncountables, Would you like … is followed by …
A. some B. any?
3. In the negative form with plurals and uncountables, I wouldn’t like … is followed by …
A. some B. any?
100
© MEN Colombia
© MEN Colombia
UNIT 2 Module 3
4Lesson 4
Read Paula: Good idea.
Adam: Then I’d like some fish. What else
9. Complete the dialogue with the would you like?
Paula: I don’t like fish. I think I’d like
phrases in the box. Then listen to some chicken, please. What does it come
check your answers. with?
Waiter: You can have some rice, chips or
▪ Tell students to look at the vegetables.
Adam: I’d like some vegetables, please.
picture and ask them where it is Paula: Me too.
(a restaurant or café) and who Waiter: OK.
the people are (a waiter and two
customers). Focus on language
▪ This activity shows students 10. Read the sentences and answer
how to order food and drink in a the questions.
restaurant or café. Explain the
activity and tell students that ▪ Go through the language
sparkling water means ‘agua con
gas’ and still water means ‘agua structures in the box. Give
sin gas’. students some additional
examples if necessary.
▪ Then tell students to work in
▪ Ask students to read through the
pairs and try and complete the
dialogue by writing the correct questions. Then, tell them to
phrases in their notebooks. use the information in the box to
help answer them.
▪ Play audio Track 74 for students
▪ Students compare their answers
to check their answers.
with a partner.
Answers
1. I’m hungry too Answers
1B 2A 3B
2. do you like
3. Good afternoon
4. a bowl of
5. a bottle of
6. I’d like some chicken
Audio script 74
Adam: I’m hungry. What about you?
Would you like some food?
Paula: Yes, I’m hungry too. Great idea!
Adam: What kind of food do you like? Are
you a healthy eater?
Paula: Well, I try to eat healthy food
most of the time.
Adam: This café is great as it has a good
selection of fresh, healthy food.
Paula: Ok. Let’s try it.
Waiter: Good afternoon. Are you ready
to order?
Adam: Yes, I think so.
Waiter: Would you like a starter?
Adam: I’d like a bowl of vegetable soup, © MEN Colombia
please.
Paula: And I’d like some salad, please.
Waiter: Would you like a drink?
Adam: Shall we share a bottle of
sparkling water?
T100
UNIT 2 MMoodduullee 33
Write
11. Complete the sentences in your notebook.
a. Would you cheese?
b. She like tomatoes. She hates them.
c. They pop music, but jazz.
d. I like salad, but I love vegetables. , thanks.
e. you meat? Yes, I do. Writing Tip
f. you sausages? No, I When you finish writing,
check your work carefully
75 12. Say it! for language, spelling and
punctuation errors. Then
Read the information. Then listen and repeat. read it out loud. Does it
Listen to the pronunciation of n't in
wouldn't, don't and doesn't. sound natural?
I wouldn't like any vegetables, thanks.
We don't like fish.
She doesn't like coffee.
13. Practise the dialogue in exercise 9 with two classmates.
14. choose one of the menus and write your own restaurant dialogue. Look at the dialogue
in exercise 9 to help you.
Menu A Menu B
________ ________
hot dog green salad
chips chicken and rice
burger
pizza fish
roast beef
fizzy drink vegetables
© MEN Colombia water
101
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English, Please! - Teacher's Guide - Fast Track 9°
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